broderick gillawarna school annual report...introduction the annual report for 2017 is provided to...

Broderick Gillawarna SchoolAnnual Report

2017

5529

Printed on: 22 March, 2018 of 15 Broderick Gillawarna School 5529 (2017)

Introduction

The Annual Report for 2017 is provided to the community of Broderick Gillawarna School as an account of the school'soperations and achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational opportunities forall students, as set out in the school plan. It outlines the findings from self–assessment that reflect the impact of keyschool strategies for improved learning and the benefit to all students from the expenditure of resources, including equityfunding.

Karen McDonell

Principal

School contact details

Broderick Gillawarna School36-48 Victoria StRevesby, 2212www.broderick-s.schools.nsw.edu.aubroderick-s.School@det.nsw.edu.au9773 1255

Message from the Principal

The school continues to increase enrolment with 16 classes to be established in 2018. Student programs include greateropportunity for community access and integration within our local school community. The school focus continues to becommunication through literacy based programs including Picture Exchange Communication and Proloquo2go. Theschool also continues to support the development of student social skills through work experience, Schools Spectacularand Shining Stars. Individual students continue to be supported to self regulate behaviour incorporating behavioursupport plans, behaviour strategies, and Learning and Support team consultation.

Through the School Excellence Framework survey results, greater emphasis has been placed on parent and communityengagement to support student learning outcomes. The school continues to focus on parent workshops, CommunityKitchens and transition support to drive greater parent satisfaction and engagement.

Staff retention continues to be maintained with one deputy principal, two teacher and one School Learning SupportOfficer positions vacant.


School background

School vision statement

Broderick Gillawarna School respects the individual needs of all students and is committed to working collaboratively withstaff, parents and the wider community to enhance the learning experience. The school prioritises the development ofindependent living skills to provide students with the necessary tools to become active and engaged members of thecommunity.

Parents and Caregivers are supported by staff to develop learning priorities for each student to enhance both theircommunication and social skill development and provide opportunities for continued growth once the school experienceis complete.

Broderick Gillawarna School actively promotes student independence and programs are developed to allow for maximumparticipation across the school to support engagement and improvement in learning outcomes. The learning is connectedto post school option programs to empower students to become respected and valued members of the community.

Broderick Gillawarna School respects and reflects all cultural backgrounds and the individual needs of all students. Theschool supports and inspires students to develop a love of learning, to become responsible, considerate and creativecitizens and to reach their full potential.

School context

Broderick Gillawarna School is located in the high multicultural area of Revesby in South West Sydney. The studentpopulation draws from a wide area with the majority of students travelling to and from school by special transportprovided by the government. The school provides quality education for students from Kindergarten to Year 12 withmoderate to severe intellectual disabilities, including Autism, physical disabilities, mental health, visual or hearingimpairments.

The school actively celebrates the progress and achievements of all students and has high expectation in learning,student engagement in a meaningful and relevant curriculum. Each student has personalised learning plans which aredeveloped collaboratively with parents, staff and support professionals to enable them to be successful learners.

Within the innovative, engaging and supportive learning environments, students participate in a broad range of learningexperiences, both within the school grounds and externally such as work experience, travel training and communitysports programs. We believe in supporting students to achieve their full potential and to ensure all students have thecapacity to lead successful, rewarding lives as 21st century citizens.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

This section of the Annual Report outlines the findings from self–assessment using the School Excellence Framework,school achievements and the next steps to be pursued.

This year, our school undertook self–assessment using the School Excellence Framework. The framework supportspublic schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practiceacross the three domains of Learning, Teaching and Leading.

Teaching Element: The continuation of the TEACCH program to support students with Autism accessing the curriculum,began in 2016 and continued through 2017. The program is designed to provide structured visual support to students toengage in a variety of functional based activities to enhance independence and on task behaviour. All staff not trained in2016 attended professional training in 2017 to support the continued implementation of TEACCH across the school withan emphasis in supporting those students with challenging behaviours to engage more fully in the curriculum andenhance their learning opportunities. TEACCH also allows for greater emphasis on student self–regulation of behaviourwhen in the classroom through the use of visual supports rather than verbal instruction.

The use of Picture Exchange Communication for students was maintained in 2017, allowing for teachers to be trained inits' use and to assess the ability of students to independently request through the use of visual supports. Teacherspromote independence in student communication to allow for greater self regulation of behaviour to ensure want and


needs are met.

Learning Element: The continuation of the collection of SMART goal data to enhance student learning has seenimprovement in accurate collection of data to enhance assessment of students. Parents are given priority when choosingSMART goals for their child and teachers work collaboratively with families on mandatory goals for both literacy andnumeracy.

Positive Behaviour for Learning continued to support challenging behaviour and the way in which staff interact withstudents. Student and staff injury data reflected a need for greater emphasis on PBL within the classroom setting,supported by individual student awards and principal's awards for following school rules. PBL values and expectationsare embedded throughout all areas of the school and community to ensure continuity when responding to behaviour.

Leading Element: Teacher Directed Learning supported independent and collaborative practice, allowing for teachers tofocus on areas of interest that promoted student learning outcomes with in Key Learning Areas. Teacher DirectedLearning outcomes were directly linked to the teaching standards and the Strategic Directions to ensure teachers alignedtheir professional learning with their PDP goals and best practice.

Executive and aspiring leaders were encouraged and supported to access the Leadership Credential to support ongoingleadership development. Aspiring leaders were provided with opportunities to develop skills and knowledge throughleadership roles within the school.

Our self–assessment process will assist the school to refine our school plan, leading to further improvements in thedelivery of education to our students.

For more information about the School Excellence Framework:

https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/sef–evidence–guide


Strategic Direction 1

Student Learning and Engagement

Purpose

Every student is engaged in meaningful, functional and future focused learning experiences and achieves their fullpotential and independence as successful individuals.

Overall summary of progress

There has been a continued focus on Positive Behaviour for Learning in 2017, with an emphasis on the School Rules,using greater scripted language to support student behaviour. All teaching staff engaged in professional learningregarding a review of the behaviour support plan pro–forma and Learning and Support in line with an increase in injurydata for both staff and students in 2016–17. Teachers attended MAPA training to support working with students withchallenging behaviours with outcomes linked to a reduction in injuries across the school. Student wellbeing continued tobe a focus with a whole school approach to the development of explicitly defined behavioural expectations.

TEACCH continued to be supported in all classrooms identified as appropriate to meet student need and training wasconducted in mid 2017 across the school. Implementation continued into the end of the year with a review of assessmentmeasures for TEACCH on the agenda for 2018.

Executive attended professional learning to refine and develop assessment tools to more accurately reflect studentachievement in a Special Education setting in the areas of Literacy and Numeracy. This was based on data collection ofstudent learning outcomes that was reflective of individual teacher assessment and judgement.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Development of PLP assessmentand measurement scale (GoalAttainment Scale GAS) todemonstrate progress andimprovement in SMART PLP's.

$5000 SMART goals and data continue to support priorityoutcomes for students through the PLP process.Goals have become more defined and achievablethrough discussions with parents and caregivers toallow for individual student success whilst meetingthe needs of students as defined by the teacher.

All teachers engage with 90% ofparents in determining relevantand appropriate personalisedgoals for all students' educationalplans.

$5000 Parent surveys continue to drive communityconnections along with parent workshops andtransition meetings. The school continues tosupport parents socialisation opportunities through'community kitchens' with an emphasis ondeveloping skills and planning healthy menus forfamilies. Parents are encouraged through theschool newsletter and reminder notes, to attendparent teacher meetings and to regularly engagewith their teacher in meeting the needs of their childthroughout the year. Principal and class awards arecentral to parent engagement in assemblies and theSenior Graduation dinner and Presentation Day.

PBL and LST teams actively andeffectively promote positivewellbeing to improve studentoutcomes.

$3000 Smoother transition of students to new classes for2017 Profiles informed teachers of studentcommunication level Student and staff injury datacollated and presented to staff. Focus on injuryduring transition times/introduction of MAPA trainingto all staff at the end of 2017. Review of BSPproforma has made it more user friendly, along withchanges to the Learning and Support Team tobetter support staff meeting challenging behaviours.LST processes were reviewed and streamlined todevelop consistent approach to






PBL and LST teams actively andeffectively promote positivewellbeing to improve studentoutcomes.

supporting student behaviours.

Introduction of TEACCH methodto all staff to support studentswith Autism in engagingappropriately with the curriculum.

$3000 Staff were trained in the TEACCH method during2017 to increase their knowledge andunderstanding of the program. This supported theimplementation of the program across the school toallow engagement in the curriculum for all students.Resources were developed to allow for maximumparticipation and staff were mentored in the earlydays of implementation.

Next Steps

In 2018 we will be providing ongoing professional development of TEACCH to address and identify areas within theprogram that require strengthening, along with additional training to staff in a temporary role. Staff will continue to bementored through the implementation process to ensure high level of program delivery is maintained.

In 2018 the Learning and Support Team will reengage staff with student profile implementation to support behaviourmanagement and implementation of behaviour strategies. This will be in line with updated injury data and communicationprofiles. Adjustments will also be made to the learning and support referral process to streamline identification andsupport to individual student engagement and learning outcomes. The PBL team will reengage the school communitywith a revised Positive Behaviour for Learning scope and matrix, to better identify strategies to promote positive studentwellbeing.

In 2018 we will reintroduce Community Kitchens with a focus on parent wellbeing and socialisation. Parents andcaregivers will be encouraged to reflect on ways the school can work collaboratively to support them and their child tocreate positive partnerships. Through parent surveys the school will continue to use the results as a guide to supportappropriate days and times for parents to access parent teacher meetings. Survey results will also continue to supportand facilitate parent workshops content relevant to student learning outcomes. In 2018 to further develop localcommunity partnerships the school will introduce a parent volunteer program, to support the development andimplementation of communication programs.



Systems Leadership

Purpose

To provide focussed professional learning and development that creates a culture of ongoing, relevant andevidence–informed learning and practices at an individual and collective level.

To build a culture of organisational improvement through a collaborative, accountable and transparent approach thatreflects local and systemic practices.


In 2017 opportunities were provided for a number of teacher and executive to step into higher duty roles, engaging themwith the roles and responsibilities of executive staff in the school. . We supported our aspiring leaders to attendprofessional development and training to support and build their capacity within these higher duty roles. They attendedExecutive Induction professional development and completed the Leadership Credentials online learning. The leadershipteam developed best practice to address a consistent approach to assessment and reporting of student growth,supporting the development of staff PDP goals and through observation, maintaining high expectations of teaching andlearning. Aspiring leaders continued to be encouraged to reflect leadership goals through the PDP process and haverelevant conversations with their principal to ensure goals are met in a timely manner.





Monitor and review all teachersPDP consistently to ensure theyare reflective of individual needsand strategic direction within theCommunity of Schools.

$12000 Developing teachers as leaders continued with anemphasis on collaboration between executive tosupport the schools Strategic Directions inclusive ofPDP goals and the School Plan.

Through Principal Network Meetings bothsubstantive and relieving executive within theschool were able to build their professionalcapacity, skills and knowledge. Attendance atprofessional workshops facilitated collaborativethinking, reflection and review of leadershippractices through localcommunity network partnerships.

100% of staff actively engage inprofessional workshops.

$5000 Teachers continued to engage in their ownprofessional development throughTeacher Directed Learning. Teacher DirectedLearning engaged staff in individualised workshoppresentations highlighting areas of identifiedprofessional development that would supportstudent learning outcomes. Teachers weresupported by executive to engage in best practice,aligning the Teaching Standards to the QualityTeaching Framework.

100% of staff engageappropriately in peerobservations for professionalgrowth through the PDP process.

$11000 The school has developed a culture of classroomobservations with collaborative feedback frompeers to support best practice. Teachers continuedto be encouraged to engage in appropriate andprofessional dialogue with their colleagues toenhance classroom management and studentlearning outcomes.

100% of teachers aligned their PDP goals with theTeaching Standards and the School Plan and thiswill continue in 2018.


Next Steps

In 2018 we will continue to monitor teacher professional learning to ensure alignment with the School Plan and theTeaching Standards. Teachers will actively engage in professional dialogue with their executive to maintain collegialfeedback and reflection. Teachers will be encouraged and supported to meet their maintenance of accreditationresponsibilities and align all professional development to their PDP goals and the Teaching Standards. Nominatedteachers will be encouraged to seek higher levels of accreditation with an emphasis on collegial support from executivestaff.



Community

Purpose

To challenge, engage and cater to the learning needs of all students, staff and community.

The community in a shared vision and strategic priorities to enhance school identity and purpose.


In 2017 we developed, through the TDL process, an updated communication book to encourage home/schoolcommunication in support of student welfare. The school conducted NDIS workshops for parents to assist them throughthe NDIS journey. A number of support personnel were engaged by the school to inform and up skill parents through theapplication and review process.

Community Kitchens workshops presented parents and caregivers with the opportunity to socialise, up skill and networkwith local community members, based on the preparation and cooking of nutritional food within a supportive and relaxedenvironment.

The Skoolbag app was introduced to increased parent engagement within the school community. Information was sharedthrough the app as well as the school newsletter and school website. The use of Skoolbag app as a communicationtool will continue in 2018, as it has proved very successful in engaging our parent community..





•100% of students meaningfullyconnected with student wellbeingprograms

$2100 In 2017 students regardless of level of needengaged in physical activity both at school and inthe wider community to promote healthy lifestyles.100% of students participated in Crunch and Sipeach morning and they are encouraged to taste/eata variety of fruits and vegetables. As part of the ournew parent induction, parents and caregivers areencouraged to provide their child with fresh foodand water to support this program.

Students accessed and participated in a variety ofsporting programs including Premier's SportingChallenge, Sporting Schools, intra school cups,athletics carnival, swimming carnival at Cabaritaand School Swim Scheme.

Further training was provided for teachers toengage the TEACCH program across the school tosupport students with Autism. The program allowsfor the building of independence within individuallearning outcomes to retain on task behaviours andself regulation.

•15% of parents/carers attendinginformation workshops

$7000 – parent workshopsand resources

Parents were provided with numerous workshopopportunities based on the 2016 parent survey.

•20% of parents engaging in‘Community Kitchens’ workshopsthrough ‘Live, life, well’

$4000 Parents were invited to attend weekly CommunityKitchens allowing for the opportunity to cookhealthy economical meals and socialisation withinthe parent community. Parents were also engagedin Live, Life, Well workshops to promote healthierlunch box options for their child.


Next Steps

In 2018 we will continue foster a positive partnership between school and home, through increased parent teachercommunication, revitalised Community Kitchen program, parent workshops, increased opportunities for parentvolunteers and focus groups to support the School Plan. The school will continue to use surveys as a measure ofengagement of families with the school community and support parent attendance as part of a collaborative schoolenvironment.


Key Initiatives Resources (annual) Impact achieved this year

Support for beginning teachers $15400 Beginning teachers were supported with extrarelease time to develop their professional andpersonal goals as part of the PDP process.They were also supported to accessprofessional development aligned with theschool's Strategic Directions. Allocated timewas provided for peer observations andcollaborative programming for 2018.Beginning teachers also attended TEACCHworkshops to support the implementationwithin their classroom.

PECS $8000 The school supported ongoing PECSimplementation and associated resourcing byproviding a PECS trained teacher to work withstudents, staff and parents. Teachers wereable to make observations of students tocreate accurate communication profiles andassessment of students against individualPECS phases.

TEACCH $2700 The school supported ongoing TEACCHimplementation by providing TEACCHtrainers to attend workshops for all staff.These workshops allowed for accurate andpurposeful implementation of the program inall classrooms to support independence andbehaviour support across the student cohort.The TEACCH trainer supported staff byattending to classroom observations andproviding feedback of individual students toassist with implementation.

Speech Pathologist $0 In 2017 speech pathology was unable to besupported due to school budget constraints,however as recommended the school utilisedspeech pathology communication profiles tosupport accurate reporting and assessment ofstudent communication. The school alsocontinued with ongoing visual supports forstudents and staff; and provided families oftransitioning students with workshops tofacilitate post school planning.

Linking Schools and Communities $4000 In 2017 the school facilitated integration andreverse integration with Revesby PublicSchool. Picnic Point High School engaged inyoga and Zumba sessions with nominatedstudents on site. Our students also wereprovided with the opportunity to engage inboth combined schools soccer gala,Football4All initiated by Bankstown DistrictFootball Association and combined schoolsswimming carnival located at Cabarita.

Students continued to access off site workprograms and travel training within the localand wider community to support thedevelopment of social and communicationskills. We also welcomed the return of ourSHORE students allowing for the opportunityfor our students to engage and be supportedby students from a mainstream setting.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 67 67 63 71

Girls 37 35 32 27

Enrolments in 2017 continued to increase with a highernumber of students with complex healthcare andadditional needs. Enrolments are expected to increasein 2018.

Management of non-attendance

The school regularly reviews students non attendanceand engages with families of those students notregularly attending school. Parents and caregivers aresupported by the principal and Home School LiaisonOfficer to improve attendance.

Significant non attendance is notifiable to childprotection for follow up.

Retention Year 10 to Year 12

All students are retained until year 12.

Post-school destinations

Proportion ofstudents movinginto post-schooleducation, trainingor employment

Year10%

Year11%

Year12%

SeekingEmployment

0 0 0

Employment 0 0 0

TAFE entry 0 0 0

University Entry 0 0 0

Other 0 0 100

Unknown 0 0 0

All students graduating year 12 transition to post schooloptions programs which are community based.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 1

Assistant Principal(s) 4

Head Teacher(s) 0

Classroom Teacher(s) 13.63

Teacher of Reading Recovery 0

Learning & Support Teacher(s) 0

Teacher Librarian 0.6

Teacher of ESL 0

School Counsellor 0

School Administration & SupportStaff

19.28

Other Positions 0

*Full Time Equivalent

The school currently does not employ staff from anAboriginal background.

Teacher qualifications

All teaching staff meet the professional requirementsfor teaching in NSW public schools.

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 0

Professional learning and teacher accreditation

In 2017 one teacher gained accreditation as a proficientteacher. All teachers continued to be supported thoughongoing professional learning to support maintenanceof accreditation and PDP goals.

Financial information (for schoolsfully deployed to SAP/SALM)

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2017 to 31December 2017.


2017 Actual ($)

Opening Balance 286,382

Revenue 4,211,585

Appropriation 4,033,728

Sale of Goods and Services 174

Grants and Contributions 174,110

Gain and Loss 0

Other Revenue 0

Investment Income 3,573

Expenses -4,079,200

Recurrent Expenses -4,034,200

Employee Related -3,623,919

Operating Expenses -410,281

Capital Expenses -45,000

Employee Related 0

Operating Expenses -45,000

SURPLUS / DEFICIT FOR THEYEAR

132,385

Balance Carried Forward 418,767

Financial planning meetings are help each termwith school executive along with the SchoolAdministration Manager and School AdministrationOfficer to determine budgetary requirements for theyear and ongoing expenditure aligned to the schoolplan.

Substantial spending occurred in relation toreplacement staff for sick leave involving teachers andSchool Learning Support Officers. Each year additionalfunds are allocated for this area. A contingency fundaligned with updating of school technology wasallocated to the 2017 budget and to continue into 2018.

In 2018 schools funds will be allocated for day to dayteaching resources, student support –including transition to work and community accessprograms, updating technology infrastructure, propertyand grounds maintenance, short term release, as wellas supporting strategic directions/school plan.

Financial summary equity funding

The equity funding data is the main component of the'Appropriation' section of the financial summary above.

2017 Actual ($)

Base Total 693,954

Base Per Capita 32,717

Base Location 0

Other Base 661,237

Equity Total 118,932

Equity Aboriginal 657

Equity Socio economic 79,650

Equity Language 38,625

Equity Disability 0

Targeted Total 3,066,797

Other Total 20,677

Grand Total 3,900,360

Figures presented in this report may be subject torounding so may not reconcile exactly with the bottomline totals, which are calculated without any rounding.

A full copy of the school's financial statement is tabledat the annual general meetings of the parent and/orcommunity groups. Further details concerning thestatement can be obtained by contacting the school.

School performance

School-based assessment

Standardised assessment across the school for bothliteracy and numeracy allows for consistency ofindividual student assessment, supporting accuratedevelopment of individual student learning goals. Allteachers utilise assessment tools for PECS andTEACCH to ensure students are accessing appropriatelevels of each program to meet their needs.

Parent/caregiver, student, teachersatisfaction

In 2017 parents and caregivers were surveyed toassess satisfaction with teacher and overall schoolperformance. Parents and caregivers were required tonominate workshop content to support home/schoolpartnerships along with preferred days and times forthese to occur. Parents and caregivers are regularlyupdated on school and individual class activitiesthrough regular newsletters, school website andSkoolbag app. Teachers are surveyed each year as toidentified areas of professional development both inschool and off site, are supported in the accreditationprocess and are provided opportunities to observe peerpractice and give professional and critical feedback.Teachers are provided with opportunities for supportfrom their supervisor through timetabled stagemeetings, collaborative discussion and staff meetings.


Policy requirements

Aboriginal education

All classes engage in Aboriginal education throughcooking programs, music and literacy activities. Theschool engages with professional Indigenous elders tosupport authentic teaching and learning experiences.During 2017 the school celebrated NAIDOC week witha whole school assembly and a variety of Aboriginalinspired workshops.

Multicultural and anti-racism education

The school has a fully trained ARCO on site to supportanti racism education. The school celebrates HarmonyDay each year and acknowledges individual culturaldifferences between students and staff by celebratingthrough food, music, dance and traditional dress.Parents and caregivers are closely involved with theorganisation and are encouraged to celebrate theirtraditions and cultural identity.


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